Knowledge of knowledge as cognitive management factor

By differentiating obvious and hidden knowledge the article defines the concept of metaknowledge. Meta-knowledge is a key factor of cognitive management, it defines the priority management goals in learning institutions. Meta-knowledge formation is the fact that distinguishes learning organizations from the teaching ones. The question of how higher education schools can transform into learning institutions is the key one in the modern conditions of new educational standards introduction. Two tasks are given, whose solution will provide effective cognitive management launch in a teaching organization. The first task is to start the process of generation of diverse interpretations of knowledge. This task is congenial to self-discovery of knowledge management principles in a certain institution: cognitive management, if positioned correctly, will promote the formation of flexible and dynamic meta-knowledge. The second task is the formation of values. In cognitive management values should be considered in the context of competences and the topical problem of analytical presentation of education results in competence specification. The author's observation of specifications shows an excessive amount of description of what the student is to know. As a result, the idea of the scope of knowledge is lost, which leads to the reduction of meta-knowledge content. In terms of values the attention must shift to the roles and positions of education participants. Social-psychological roles in education acquire value and sense when the aspect 'role in respect of the other' (e.g., the role of a teacher a student can play) becomes the aspect 'role in respect of oneself. Mastering one role in two aspects forms a position - a unity of values and senses. Position directly influences the quality of interaction. Competences are realized when each participant is able to hold four aspects of teamwork on task solving: 1) something to do for oneself; 2) something to do oneself; 3) something to do for the others; 4) something to do together with the others. Meta-knowledge in this case is described by the formula ''I know that you know I know''. Knowledge of one's actions for oneself creates confidence (in oneself and the others), knowledge of actions for everyone to take creates trust, knowledge of actions one will take for the others creates gratitude, knowledge of actions to take together creates enthusiasm. Confidence, trust, gratitude and enthusiasm must be the priority goals in cognitive management. If they are not achieved, cognitive management will be reduced to inefficient formalization.

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